Multiple inteligence
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This document discusses Howard Gardner's theory of multiple intelligences. It begins by contrasting the traditional view of intelligence, which focuses on IQ tests, with Gardner's view that there are nine types of intelligence: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalist, and existentialist. Each type of intelligence is then defined and examples are given of people who exhibit strengths in that area. The document concludes by discussing implications of the theory and benefits of applying it in the classroom by addressing students' varied strengths.
Multiple inteligence
- 1. Ariane Sogo-an Discussant for the day
- 3. Objectives: • At the end of the lesson, the MST Biology students are expected to conduct the following with at least 80% level of accuracy: – Identification of MST student’s intelligence preference via result from the Multiple Intelligence Inventory (MII). – Apply activities in chosen MI type – Determine each MI type.
- 6. What is intelligence? Traditional definition: Intelligence is a cognitive capacity people are born with. It can be measured.
- 7. IQ Test 1900’s French Psychologists Alfred Binnet tried to come up with some measure that would predict the success or failure of children in the Primary grade. Result: Standard IQ Test
- 8. Howard Gardner’s Definition Human intelligence has the following characteristics: o A set of skills that enable a person to resolve genuine problems encountered in life. o The ability to create an effective product or offer a service that is valued in a culture. o The potential for recognizing or creating problems, thereby establishing the necessity for the new knowledge. Being intelligent does not always mean that someone tests well
- 9. Does IQ Test reflects the overall intelligence profile of a person? Being intelligent does not always mean that someone tests well – a problem with which teachers and school administrators have struggled since the earliest days of organized education. Howard Gardner's theory of multiple intelligences helps educators think differently about "IQ," and about what being "smart" means. The theory is changing the way some teachers teach.
- 10. Traditional view Multiple Inteligence Intelligence consists of ability in logic and language. There are many more types of intelligence which reflect different ways of interacting with the world In traditional practice, teachers teach the same material to everyone. M.I. pedagogy implies that teachers teach and assess differently based on individual intellectual strengths and weaknesses. Teachers teach a topic or "subject." Teachers structure learning activities around an issue or question and connect subjects. Teachers develop strategies that allow for students to demonstrate multiple ways of understanding and value their uniqueness.
- 11. Traditional view Multiple Inteligence Intelligence can be measured by short-answer tests: Stanford-Binet Intelligence Quotient Wechsler Intelligence Scale for Children (WISCIV) Woodcock Johnson test of Cognitive Ability Scholastic Aptitude Test Assessment of an individual's multiple intelligences can foster learning and problem-solving styles. Short answer tests are not used because they do not measure disciplinary mastery or deep understanding. They only measure rote memorization skills and one's ability to do well on short answer tests. Some states have developed tests that value process over the final answer, such as PAM (Performance Assessment in Math) and PAL (Performance Assessment in Language) People are born with a fixed amount of intelligence. Human beings have all of the intelligences, but each person has a unique combination, or profile. Intelligence level does not change over a lifetime. We can all improve each of the intelligences, though some people will improve more readily in one intelligence area than in others.
- 13. THE ORIGINAL SEVEN INTELLIGENCES • Linguistic • Logical-mathematical • Musical • Spatial • Bodily-kinesthetic • Interpersonal • Intrapersonal • naturalist intelligence. • Existentialist
- 14. 1. Verbal-Linguistic (Word Smart) • Use written and spoken language to express complex meaning • The capacity to use language, your native language, and perhaps other languages, to express what's on your mind and to understand other people Well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words
- 16. People who exhibit developed linguistic intelligence include: • Poets • Authors • Reporters • Speakers • Attorneys • Talk-show hosts • Politicians • Teachers • Lecturers
- 17. 1. Verbal-Linguistic (Word Smart) Teaching Activities: • Discussion • Narration • Advanced organizers • Writing activities
- 18. 2. Mathematical-Logical (Math Smart) • Discern logical or numerical patterns; deductive reasoning • Ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns People with highly developed logical/mathematical intelligences understand the underlying principles of some kind of a causal system, the way a scientist or a logician does
- 19. 19 People who exhibit developed logical-mathematical intelligence include: • Mathematicians • Engineers • Physicists • Researchers • Astronomers • Scientists
- 20. 2. Mathematical-Logical (Math Smart) Teaching Activities: • Problem solving • Investigation • Experimentation • Questioning
- 21. 3. Musical Rhythmic (Music /Sound Smart) • Produce and appreciate forms of musical expressiveness • Ability to produce and appreciate rhythm, pitch and timber • The capacity to think in music, to be able to hear patterns, recognize them, and perhaps manipulate them People don't just remember music easily - they can't get it out of their minds, it's so omnipresent Learns through sounds, rhythms, tones, beats, music produced by other people or present in the environment
- 22. People who exhibit developed musical intelligence include: • Singers • Composers • Instrumentalists • Conductors • People who enjoy, understand, use, create, perform, and appreciate music and/or elements of music
- 23. 3. Musical Rhythmic (Music /Sound Smart) Teaching Activities: • Song analysis • Creative song writing
- 24. 4. Visual-Spatial (Image Smart) • Perceive the visual world accurately; Create mental images; Capacity to think in images and pictures, to visualize accurately and abstractly The ability to represent the spatial world internally in your mind – the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world
- 25. People who exhibit developed spatial intelligence include: • Sailors • Engineers • Surgeons • Sculptors • Painters • Cartographers • Architects
- 26. 4. Visual-Spatial (Image Smart) Teaching Activities: • Imagery • Map analysis • Construction of dioramas or posters
- 27. 5. Bodily-Kinesthetic (Body Smart) • Ability to control body movements and handle objects skillfully • The capacity to use your whole body or parts of your body: (your hands, your fingers, your arms), to solve a problem, make something, or put on some kind of production The most evident examples are people in athletics or the performing arts, particularly when dancing or acting Uses physical movement and performance (a.k.a. learning by doing) to understand
- 28. People who exhibit developed bodily-kinesthetic intelligence include: • Actors • Dancers • Swimmers • Acrobats • Athletes • Jugglers • Instrumentalists • Artisans
- 29. 5. Bodily-Kinesthetic (Body Smart) Teaching Activities: • Simulations • Modeling • Role playing
- 30. 6. Interpersonal (People Smart) • Understand others; discern verbal and non-verbal cues; Capacity to detect and respond appropriately to the moods, motivations and desires of others • Understanding other people Uses person-to-person relating, communication, teamwork, and collaboration with others
- 31. Who among the class: 1. Graduated Cum Laude? 2. Always busy? 3. The most quiet? 4. The comedian? 5. The beauty and brain? 6. The fairest of them all? :P
- 32. 32 People who exhibit developed inter-personal intelligence include: • Politicians • Religious leaders • Counselors • People in the helping professions
- 33. 6. Interpersonal (People Smart) Teaching Activities: • Cooperative learning • Peer teaching • Brainstorming • Shared inquiry
- 34. 7. Intrapersonal (Self Smart) • Understand oneself; Engage in self-reflection & metacognition; Capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes • Having an understanding of yourself, of knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward
- 35. 35 People who exhibit developed intra-personal intelligence include: • Novelists • Therapists • Sages • Psychologists • Philosophers
- 36. 7. Intrapersonal (Self Smart) Teaching Activities: • Decision making • Journal writing • Self-discovery • Independent learning projects
- 37. 8. Naturalist (Nature Smart) • Ability to recognize and categorize plants, animals and other objects in nature Weather conditions of the natural world Recognize patterns and distinctions in the natural world
- 40. People who exhibit developed naturalistic intelligence include: • Farmers • Ranchers • Hunters • Gardeners • Animal handlers • Botanists • Geologists
- 41. 8. Naturalist (Nature Smart) Teaching Activities: • Recognize and classify cultural and natural artifacts • Data gathering in natural setting
- 42. 9. Existentialist • Existential Intelligence is sensitivity and capacity to tackle deep questions about human existence. • People who exhibit developed existential intelligence include: • Theologians • Philosophers • Spiritual advisors
- 43. People who exhibit developed existential intelligence include: • Theologians • Philosophers • Spiritual advisors
- 44. Howard Gardner and his colleagues has looked to these particular possibilities: • Spiritual intelligence • Moral intelligence
- 45. Teaching Example: • If you’re teaching or learning about Photosynthesis , you might : 1. Read about it (linguistic) 2. Study mathematical concept that express it (logical/mathematical) 3. Examine a graphic chart that illustrates the principle (spatial) 4. Observe the law in the natural world (naturalist) 5. Observe the law in the human world of commerce – supply and demand (interpersonal) 6. Examine the law in terms of your own body (bodily-kinesthetic/ intrapersonal) 7. Write a song that demonstrates the process of Photosynthesis(musical)
- 46. Implications of MI Theory All human beings possess all 8 intelligences in varying amounts. Intelligences can be developed. No intelligence exists by itself in life. There are many different ways to be intelligent.
- 47. How should educators implement the theory of multiple intelligences in the classroom? 1. All teachers must develop DEEP interest in their students. 2. Understand the students are diverse and have their different way of learning.
- 48. Benefits of applying Multiple Intelligence in the classroom 1. Teachers, School Administrators, and parents can better understand the learners in their midst. 2. Can direct teachers in helping students understand and appreciate their strengths, and identify real-world activities that will stimulate more learning.
- 51. “There is no "right" way to use multiple intelligences in testing and assessment. You don't have to overhaul your whole curriculum. But you can make an effort to address each student's strengths and weaknesses by using creative alternatives to traditional testing in your classroom.”
- 53. Thank you THE END
Editor's Notes
- #6: Question: 1. Are the people in these pictures familiar to you? 2. Who are they and in what field are they famous? 3. Can you say that Albert Einstein is the most intelligent among the group? Why and why not?
- #9: Question: 1. In your own opinion, why do you think Howard Gardner revised his definition of “Intelligence”?
- #50: Question: 1. Are the people in these pictures familiar to you? 2. Who are they and in what field are they famous? 3. Can you say that Albert Einstein is the most intelligent among the group? Why and why not?